TPACK and flexible learning

In my blog on reflections I had mentioned about how in this course I learnt about each term ‘flexibility’ ‘pedagogy’ and ‘technology’ independently and how I thought they started making sense to me only after a while and the important lessons learnt from each of these classes. In my last blog, which looks like a conceptual paper, I attempted to explain the TPACK model as I have understood from readings and discussion going around for quite some time not only in Petra’s class but Amber’s class as well.

In this blog I tie together these loose threads to see how TPACK and flexibility are related as the other two- pedagogy and technology are a part of the TPACK model. However when we talk about TPACK, we I guess essentially talk about teachers and the knowledge components that teachers need to build for designing lessons that integrate technology into their classrooms. I look at this notion of flexibility though from the point of view of the students and the teacher.

When we talk of flexibility or lack of it, it is I think a result of using or not using technology with the pedagogical approaches and content knowledge- the TPK and the TCK. When TPK, a right kind of technology with right pedagogical approach, I think it opens the possibilities for flexible teaching for teachers and flexible learning for learners. For example, using digital media, teachers are no longer the only source of information. Children learn from the TV, internet, peers etc.

Teachers no longer drive the learning process. Using technology can make more collaborative learning environment. Students direct their own learning and teacher manage the overall timeline, assessment and inter group co-ordination. This means more flexibility for the teacher as well as the students. But this demands teachers to be creative, to be comfortable in their new roles as facilitators, which most teachers face difficulty with.

Similarly TCK is an understanding how content dictates use of certain technology and vice versa. In this respect using a particular content with particular technology restricts the flexibility of what all can be offered to the learner for learning.With these two changing, the overall what is taught and how it is taught changes dramatically. So does the role of the teacher and student and so do the flexibility aspects. Thus TPACK and flexibility have direct co-relation and in designing any lesson, if flexibility is needed, technology plays a crucial role and the pedagogy and content get defined by this need.

Thus TPACK is a model of integrating technology, content and pedagogy. This process of integration could lead to more flexibility or less flexibility for the learner as well for the teacher and most of these decisions would be influenced by the context, the needs of the learner, the goals of the institution and the larger standards set up by the policies at the macro level. 


TPACK is a simple model and in its simplicity lies its added value. One can really see that if the basic three components or their three inter-relations are not taken care of TPACK is not achieved. Moreover you can see each of these components or their relations separately and really pin point where is the gap in teacher's knowledge. Is it CK, PK or TK or PCK, TPK or TCK. therefore it can be used as a diagnostic as well as design tool. 
Another value add about this model is that one can begin from any circle and gradually move to complete it. It can start by TK or the technological push or PK where the need is to have a pedagogy which affords flexibility and therefore the other two components have to integrate to create a whole. This is the case in reality too. 
And TPACK has an essential component of the context within which these components interact. This framework therefore provides a simple way of looking at the essential components needed to integrate technology successfully.